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University  of  California. 

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The  Stockton  Schools 
April,  1904 


Outline  in  Geography 


■    STOCKTON 
CALIFORNIA 
1904 


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STOCKTON    MAIL,    PRINTERS    AND    BOOKBINDERS 
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GEOGRAPHY. 


Tlie  "sailor  geography"  of  the  past,  with  its  burdensome  details  of 
isolated  l)its  of  informatiou,  has  given  way  to  methods  that  recognize 
geography  as  a  logical  study  admirably  adapted  to  train  the  perceptive 
]iowers,  the  imagination,  the  reason,  as  well  as  the  memory  of  form  and 
fnct.  W'liih'  not  iiecessarily  the  center  from  which  all  teaching  should 
rndiatc.  gwourajjhy  is  easily  and  naturally  correlated  with  other  studies. 
It  cannot  be  separated  from  nature  study;  indeed,  in  the 
Correlation      ^^^.j^^^^^^  ^^^^^^  -^  -^  j^^^ig  g|^^,      j^  furnishes  a  rich  field 

for  supplementary  reading  in  school  and  at  home.  It  provides  de- 
scriptive language  work  of  the  simplest  and  most  useful  kind.  In  all 
grades  it  is  closely  connected  with  history.  In  comparing  areas,  lengths 
of  rivers,  etc.,  and  in  teaching  drawing  to  scale,  it  furnishes  many  prac- 
tical applications  of  number  work.  In  sand-moulding,  in  map-drawing 
and  in  illustrating,  it  affords  a  valuable  form  of  manual  training  and 
drawing.  To  all  these  departments  the  skillful  teacher  will  make  the 
study  of  geography  contribute. 

In  the  preparation  of  this  course  the  observational  and  representative 
features  of  the  work  have  constantly  been  kej)t  in  mind.  As  stated  l)y 
the  Committee  of  Ten,  the  true  order  of  geographical 
Observational  ^^^^^^^,  should  be:  "First,  see;  next,  reproduce;  then  study 
Geography.  ^j^^  luoductions  of  others,  and,  meanwhile  ponder  and 
reason  on  all.""  Through  a  study  of  the  simple  phenomena  of  nature 
and  tlirough  a  study  of  man  and  his  institutions  as  seen  by  the  pupils  in 
tluMr  iiome,  school  and  social  life  in  Stockton,  they  should  he  led  with 
these  standards  of  compnriscui  to  gain  a  conception  of  the  world  as  a 
w  hole.  In  the  primary  grades  the  geography  and  history  of  Stockton, 
San  Joiuiuin  County  and  California  are  studied  with  great  care,  not  alone 
because  of  local  imporiance,  but  thai  they  may  become  real  units  of 
measurement  with  whieh  other  cities,  counties  and  countries  may  he 
compared. 


2  GEOGKAIMIY. 

Home  goograpliy  should  be  taught  first  l)y  out-of-door  trips  to  the 
parks,  the  channels,  the  court -liouse,  the  lactones,  etc.  As  the  pupils 
are  made  familiar  with  home  geograph3%  they  should  Ije  trained  to  express 
what  they  have  learned  through  diagrams,  picture^  and  oral  and  written 
descriptions. 

On  the  subject  of  representative  geography,  the  following  extract 
from  the  report,  of  the  ('ommitt-ee  of  Ten  is  worthy  of  careful  study: 
"Immediately  after  the  making  of  observations  should 
Representative  ^^^^^^  ^^^^.^  reproduction  in  the  form  of  descriptions. 
Geography.  ^i^^.^^.ijes^  niaps,  models,  etc.  The  instruction  of  the 
teacher  falls  far  short  of  its  highest  efficiency  if  the  early  work  is  merely 
observational  and  receptive.  The  great  end  of  education  is  to  create 
productive  ability.  One  important  form  of  this  is  representative  produc- 
tion. Besides  having  value  in  itself,  the  descripton  of  features  that  have 
been  seen  and  their  representation  by  sketches,  maps  or  models  react 
upon  the  observational  work  and  induce  a  clearness,  sharpness  and  deti- 
niteness  that  it  would  not  otherwise  ])e  likely  to  take.  Xot  only  this. 
Ijut  it  leads  the  i)U])ils  to  realize  what  maps,  descriptions,  etc.,  really 
mean.  By  this  means,  pupils  are  led  up  naturally  to  an  ability  to  read 
with  vividness,  ease  and  full  understanding,  the  maps  and  descriptions 
w  liich  constitute  the  medium  of  the  larger  part  of  their  later  studies,  and 
such  ability  to  read  is  of  supreme  importance  in  all  subsequent  work." 

A\hi]e  drawing  to  scale  and  interpreting  scales  on  ma]xs  sliould  be 
taught,  the  greater  part  of  the  work  in  map  drawing  should  be  confined 
to  maps  reproduced  from  memory.  Globes,  wall  maps  and  maps  in  the 
text-book  should  be  in  constant  use.  Distinguish  between  the  use  of 
political  maps  and  relief  majxs.  The  use  of  i)ictures  is  an  invaluable  aid 
in  understanding  the  geography  of  places  that  cannot  be  visited.  With 
the  wealth  of  pictures  that  may  bo  secured  from  old  mag- 

Plctures.  ayjnes^  railroad  guides,  etc.,  and  with  the  jtossibility  of 
.securing  for  a  few  cents  such  pictures  as  those  published  by  the  Pen^ 
Company,  each  teacher  should  secure  a  collection  that  will  fully  illustrate 
her  grade  work  in  geography,  history  and  literature.  Children  should 
also  be  encouraged  to  collect  and  ])reserve  ])ictures  of  natural  scenen- 
and  life  in  our  own  and  in  other  countries.  Pupils  should  be  led  to  recite 
from  pictures  as  well  as  from  the  text.  They  should  be  encouraged  to 
bring  to  the  class  such    ]»ictures.  sninphs  of   product  i<«ns  and    items  of 


INTRODUCTION.  3 

iiitoi-iujitioii  M;;ithc'rc(l  from  ullicr  books  Uiaii  tlio  text-books  a.s  will  scrv(! 
to  awaken  interest  and  illustrate  the  lesson.  When  completing  tlie  study 
of  any  topic,  a  loan  collection  of  pictures,  productions  and  other  objects, 
will  fuiiiish  an  abundance  of  interesting  nuiterial  for  a  thorough  review. 
.\  school  cahinet  should  he  started  in  each  gi-ade  for  the  collection  of  soils, 
iniiiorals,  etc. 

A  wise  use  of  the  excellent  facilities  all'ordcd  by  tlu;  Free  Public 
Library   will  confirm  and  extend  the   instruction   of   the   school    room. 

Every  teacher  should  recommend  to  pupils  suitable  library 
The  Library.  ^^^^^^^  notably  those  of  travel,  to  correlate  with  the  work 
in  gcogra])hy.  A  list  of  books  suitable  for  geographical  reading  should  be 
placed  on  the  l)lackboards  for  ready  reference  by  |)upils.  In  onh'r  to 
stimulate  the  love  of  good  reading,  teachers  should  occasioiuilly  read  ex- 
tracts from  some  books  selected  from  the  list. 

Too  often,  teachers  fail  in  teaching  geography  from  lack  of 
prcpai-al.ion.     No  subject  requires  more  careful  daily  preparation  on  the 

part  of  the  teacher  than  does  the  geography  lesson.  On 
Methods.  ^^^.^  subject  the  Committee  of  Ten  well  says:  "We  urge 
that  at  all  stages  and  in  all  parts  of  the  study  of  geography  the  teacher, 
rather  llian  the  text-books,  should  lead  the  class.  Every  stage  of  the  sub- 
ject should  be  naturally  introduced  and  illustrated  by  the  teacher,  and 
the  text-book  should  be  kept  in  its  proper  ])lace  as  an  aid  and  not  as  a 
master,  and  m(>re  lesson  hearing  should  never  be  allowed  to  rei)lace  actual 
teaching."  The  method  pursued  in  the  teaching  of  geography  slnudd 
follow  those  general  laws  of  education  applied  in  other  subjects.  The 
work  should  be  begun  objectively,  and  pass  from  the  known  and  visible 
to  the  unknown,  from  the  simple  to  the  complex,  step  by  ste|i.  The 
memorizing  of  definitions  or  other  portious  of  the  text,  or  of  matter 
lal)oriously  co])ied  into  blank  books,  like  other  fonns  of  mechanical  teach- 
ing, is  of  little  value.  What  is  wanted  is  an  intelligent  comprehension  of 
the  subject,  an  understanding  of  its  tenninolog}',  and  the  use  and  devel- 
opment of  the  learner's  own  powers  of  language 

Time  should  not  be  wasted  upon  unimpoi-tant  details.  The  teaching 
is  to  proceed  from  tlu>  large  and  comprehensive  to  the  narrower  and  more 
limited.  The  more  important  features  and  countries  will  ]ialurally 
receive  more  attention  and  fuller  treatment.  Statistics,  maftc>rs  of  an^a, 
population,  latitude  and   longitude,  shoidil   not    (Munimber  the   memory 


4  GEOGRAPHY. 

or  displace  a  few  clear  ideas  concerning  relative  size  and  importance. 
Causes  and  relations  must  be  brought  out  constantly,  if  the  teacliing  is 
to  be  efficient  and  the  study  intelligent.  Much  of  the  information  ob- 
tained is  soon  forgotten,  but  the  power  acquired  by  correct  processes  of 
thought  and  investigation  endures.  In  all  grades  a  portion  of  one  period 
each  week  is  to  be  given  to  the  consideration  of  current  events.  The 
method  of  treatment  is  left  to  the  teacher. 

In  grades  four,  five  and  six,  pupils  arc  required  to  provide  themselves 
with  the  State  Elementary  Geography;  in  grades  seven  and  eight,  with 
the  State  Advanced  Geography.  Supplementary  texts  are  used  as  fol- 
lows: 

Fifth  Year  Grade:  Ghamherlain's  "Ilnw  We  Are  Fed."' 

Sixth  Year  Grade:  Tarr  &  McMurry's  "Second  I'.ook.  North 
America." 

Seventh  and  Eighth  Year  Grades:  Tarr  &  Mc]Murr}-'s  "Third  Book. 
Europe  and  Other  Continents." 

In  general,  the  topical  method  should  be  followed.  The  ])upils  sliould 
be  trained  to  gather  information  on  assigned  topics  from  all  availal)le 
sources.    The  following  method  of  study  is  suggested. 

1.  Accurate  assignment  of  lessons  based  on  careful  preparation  l>y  the 
teacher. 

2.  Independent  study  of  lesson  by  ])U])ils.     . 

3.  Recitation.  In  the  recitation  the  teacher  should  ask  questions  in 
such  a  way  as  to  i)revent  jnipils  forming  the  habit  of  memorizing  answers. 

4.  Teachers  should  endeavor  to  connect  the  activities  of  the  life  of 
our  city.  State,  or  countiy,  commercially  and  othenvise,  with  the  story  of 
life  of  that  part  of  the  earth  which  they  are  studying. 

T).  Tcaclicrs  should  endeavor  to  enlarge  llie  experience  of  eacli  chili! 
in  his  knowledge  of  our  own  city,  geogra])liically,  liistorically  and  com- 
niercialiv. 


Acknowledgements  for  helpful  suggestions  In  tlie  i)rei)aratiou  of  this  out- 
line are  due  Professor  E.  P.  Cubberley  of  Stanford  University,  Professor 
E.  C.  Moore  of  the  State  University,  T.  L.  Heaton.  Assistant  Superintendent  of 
Sc-hools,  San   Franoisfo,  and   Professor  D.  S.  Sneddon  of  Stanford  University. 


OUTLINE    IN    GEOGRAPHY. 

PREPARED   BY 
S.  H.    COHN  AND  EDWARD  HUGHES. 


FIK'SP  A.\l)  SECOND  YEAii  (JRADES. 

T\\v  iuir])()S('  of  instriiclioii  in  tliese  grades  is  to  lead  children  to  ob- 
serve (Mi-erully  tln'ii-  siiironndings  and  to  acquire  certain  elementary  ideair 
thai  will  lie  ht'l|itiil  in  their  future  study.  It  follows  the  lines  and  is 
very  hir-cly  a  pai-t  of  tht'  work  in.  nature  study.  The  teaching  i-^  to  he 
ol.jeclive  and  should  he  kept  within  the  limits  of  the  child's  ohservation 
aiul  cxiierienc-e.  While  the  work  in  these  girnles  is  incidental,  it  should 
be  given  with  an  understanding  of  the  purposes  underlying  the  course. 

TJie  teaching  of  distance  and  direction  should  produce  accuracy  of 
speech  and  statement.  It  ought  to  develop  as  much  certainty  as  a  mathe- 
matical statement.      In   teaching   distance   select   places 

Distance.  ]^,-,y^^.j^  ^o  the  pupils  and  which  they  can  definitely 
measure.  Use  the  Ijlock  as  the  unit  of  measure.  The  distance  from  the 
home  to  the  school,  from  the  school  to  the  car  line,  to  the  railroad,  to  th(> 
nearest  factory  or  public  building,  are  among  the  simpler  (pieslions 
wdiich  may  be  asked. 

Develop  the  ideas  right  and  left,  front  and  l)ack,  above  and  below, 

etc.     Tliis  may  be  done  by  children  showing  you  the  right  edge  of  the 

desk  and  similar  exercises.     But  it  is  best  done  in  the 

Location  and     ,1,..^^^,;^^^.  ^^,^^^^^_     jf  ^^^  ^^^-^^  ^^^^^.^  .,  |^,,,f  (,,i,j,,,.(   i.^.f^j-c 

liim)  witli  the  stem  pointing  west  when  in  tlie  object  it 
happens  to  be  pointing  east,  he  has  not  drawn  the  leaf,  but  a  leaf.  Hence 
pei-lia]is  the  earliest  criticism  of  his  drawing  should  consider  position 
and  direction.  Cardinal  points  should  he  applied  in  locating  objects  out- 
side the  school  building,  later  within  the  school  room.  In  teaching  loca- 
tion and  direction  the  following  and  other  similar  (picstions  are  sug- 
gested: Point  to  the  north;  walk  toward  where  the  sun  sets;  where  it  rises; 

toward  the  court-house.    Do  you  live  on  E.  or  W. street,  or 

X.  or  S. street?    Show'  the  direction  in  which  you  go  to  your 

lionie.  Do  the  El  Dorado  street  cars  run  east  and  west,  or  north  and 
south;  the  Main  street  cars;  the  California  street  cars?  Teach  tlic  <lirec- 
tion  of  the  sun  in  the  morning  and  at  evening,  of  shadows  at  noon  (using 
a  shadow  stick),  of  winds  (tlie  dirrction  fi'om  which  they  come),  etc. 


6  GEOGKAPIIY. 

Simple  lessons  on  occupations.     Let  the  children  tell  what  dilTerent 

peoj)le  whom  Ihey  know  are  occupied  in  doing.    Let  them  tell  of  various 

kinds  of  buildings  the)'  have  seen  in  Stockton  and  their 

°^  **"■  uses — the  court-house,  the  schools,  the  churches,  the 
(k'i)ots,  stores,  dwelling-houses,  etc.;  of  ways  of  traveling — street  cars, 
railroad  cars,  steamboats,  bicycles,  carriages,  automobiles,  etc. 

Stockton  is  a  manufacturing  city.  Secure  from  the  children  a  list  of 
the  various  factories  or  industries  located  near  the  school.  What  is  made 
at  the  Woolen  Mills?  From  what  are  they  (the  articles  named)  made? 
Where  do  they  get  the  wool?  What  is  made  at  the  Iron  Works?  These 
are  typical  questions.  Stockton  is  a  grain  and  fruit  center.  Make  a  list 
of  the  fruits  and  vegetables  used  at  home.  Vegetables  may  be  gi-own  in 
boxes  on  the  plant  table.  Question  concerning  the  growth  and  market- 
ing of  grains,  vegetables  and  fruits.  Tell  of  the  vegetable  gardens  near 
the  city  and  of  the  early  morning  market  on  the  levee. 

All  stories  of  children  of  other  lands  are  contributions  to  the  study  of 

geography.     By  reading  to  the  children  interesting  stories  of  child  life, 

and  later  by  having  the  children  read  such  stories,  they 

o'*'6s  0  ^^^_^^^  ^^^  ^^^^^  ^^  acquire  a  real  interest  in  the  earth  as  the 
'  '  *'  home  of  man.  Such  stories  as  Mowgli,  Hiawatha,  William 
Tell,  the  Pied  Piper  and  other  stories  given  in  history  and  literature 
should  be  utilized  in  extending  the  ohild's  knowledge  of  the  earth.  In 
the  second  grade  the  globe  and  the  wall  map  of  the  world  should  be 
freely  used  in  connection  with  the  history  and  literature  stories.  The 
route  taken  by  Columbus  should  be  traced  on  globe  and  map,  the  home 
of  Washington  should  be  located,  etc.  In  this  way  the  child  will  be 
familiarized  with  the  earth  as  a  whole,  and  with  the  shapes  of  the  conti- 
nents and  oceans.  Stories  should  be  illustrated  by  modeling  in  the  sand, 
by  drawings  upon  the  blackboard  or  paper  and  by  pictures. 

Tlic  l)]ackl)(>anl  and  the  sand  trough  should  1»'  freely  used  in  develoji- 
Constructive     ing  Hi"  work  of  the  grade:  (1)  As  an  ai<l  in  teachiim-,  the 

Work.  i(  ;i(li(i-  to  draw  or  model;  (2)  As  a  means  through  whicli 

the  child"s  tlioiight  may  l)e  expressed,  the  child  to  draw  or  model. 
Kkpkrexcks: 

McMurry"s  Special  Method  in  (ieoi^n'aphy. 

Farnham's  Oswego  ]\lethods  in  (ieography. 

King's  KU'incntary  (ieograi)liy. 


THIRD    YEAR    GRADIO.  7 

THIRD   YEAR   GRADE. 

Ti'iU'h  the  mile  as  a  unit,  and  from  this  starting  point  develop  an  ap- 
])ri'ciati(>n  of  distances.  Develop  accurate  ideas  of  minute,  a  ten-minute 
period,  half  an  hour,  hour,  as  units  of  thought.  Use  these 
units  of  time  as  means  of  developing  the  larger  units  of 
(listaiice — such  as  ten  miles,  twenty  miles,  etc.  The  principal  work  of 
the  grade  is  to  give  pupils  a  definite  idea  of  the  size  and  plan  of  the  city; 
the  location  of  the  principal  public  buildings,  their  direction  and  distance 
fioTu  tlie  schools,  etc.  These  buildings  and  the  parks  and  near-by  factories 
and  mills  should  be  blocked  out  with  colored  crayons  or  paints  on  the  maps 
furnished  for  this  purpose.  Pupils  should  be  tested  on  the  distance  to  and 
direction  of  buildings  or  parks  near  their  respective  schools — e.  g.,  Sam- 
son Iron  Works,  Santa  Fe  Depot,  Mormon  Channel,  from  the  Jackson 
School;  Southern  Pacific  Depot,  Moline  Plow  Works,  Imperial  Hotel,  In- 
dependence Square,  the  Jefferson  School,  Holt's  Harvester  Works,  from 
the  Lincoln  School;  Weber  School,  High  School,  McLeod's  Lake,  the 
Tannery,  from  the  El  Dorado  School.  Some  of  the  principal  streets  and 
their  distance  from  the  school  may  be  taught  as  an  aid  in  the  location  of 
places.  Explain  the  directions  on  a  map,  using  first  a  map  of  the  city 
spread  on  a  table  or  on  the  floor,  faced  properly  before  being  hung. 

Lse  the  compass  and  shadows  cast  by  the  sun  in  teaching  direction. 

Draw  a  line  on  the  floor  where  the  sun's  rays  fall  at  a 

certain  time  in  the  day  and  have  pupils  notice  changes  in 

succeeding  days.    In  all  grades  lead  the  children  to  make 

observations  on  the  position  of  the  North  Star  and  the  Big  Dipper. 

Develop  the  idea  that  Stockton  lies  in  a  great  plain  with  changes  in 
level  hardly  noticeable;  that  there  are  no  mountains  nearer  than  the 
Coast  Range,  visible  in  the  west,  and  the  Sierras,  visible  in 
the  east;  and  that  north  and  south  the  mountains  are  still 
farther  away.  Elicit  the  name  of  a  near-by  river  and  of  three  channels 
crossing  the  city.  There  is  no  surface  rock  in  the  vicinity.  The  well- 
borers  pierce  many  hundred  feet  without  coming  to  rock,  but  finding 
always  loam,  sand,  gravel  and  clay.  Stockton  is  two  miles  square.  On 
maps  drawn  or  modeled,  or  on  the  wall  map,  have  the  pupils  point  out  and 
tell  the  streets,  and  the  direction  and  distance  they  would  travel  in  going 
to  familiar  places  in  the  citv. 


8  GEOGRAPHY. 

Sail  Joaquin  street  extends?  (Xorth  and  South.)  South  to  where? 
Xoi'th  to  where?  What  streams  are  crossed?  Hoav?  Main  street  (sim- 
ihirly).  Pupil  lives  how  many  blocks  from  school?  Direction?  Streets 
traversed?  Locate  Fremont  Square.  Bound  it.  Eden  Square.  Inde- 
pendence Square.  Describe  route  of  El  Dorado  street  car.  California 
street  car.  Where  is  the  Southern  Pacific  station?  The  north-bound 
train  from  liere  reaches  what  place?  Name  some  of  the  places  reached  by 
the  train  south  bound  from  here.  Where  is  the  Santa  Fe  Railroad  station? 
To  what  points  does  the  road  lead?  The  Copperopolis  Railroad?  The 
Alameda  ami  San  Joaquin  Railroad?  How  do  you  go  to  San  Francisco 
In-  steamer?  In  what  direction  is  Lodi  from  Stockton?  How  far?  How 
reached'  Lodi  is  a  town.  Stockton  is  a  city.  French  Cnmp  a  village. 
(Treat  similarly).  Mention  Lathro]),  Tracy,  Woodbridge  and  Lockeford 
as  near-by  villages.  The  teaeliing  is  to  be  by  observation  supplemented 
hv  pictures,  sand  modeling,  blackboard  illustration  and  verbal  description. 
The  work  outlined  for  preceding  grades  in  the  treatment  of  local  indus- 
tries should  be  continued. 

The  most  vital  interest  in  the  minds  of  the  cliildren  can  be  awak- 
ened through  stories  of  cliild  life.     Advantage  should  be  taken  of  this 

in  leading  them  from  the  study  of  their  own  surround- 
Stories  of       .^^^^^  ^^  ^j^^^  ^^  ^^^  j^^^^^  ^.^^  .^  ^^^^^  ^^^^^     rpj^.^  ^^.^^.j. 

Child  Life  ^^^^y  ^^j,^  ^^^^^  ^^^^^.  (1)  jjgading  to  the  children;  (2)  Read- 
ing by  the  children  from  desk  books  and  from  the  sets  of  supplemental^ 
books  furnished  each  grade.  The  following  books  will  furnish  good 
material  for  this  work:  "Little  Folks  of  Other  Lands,"  "Little  People  of 
Asia,"  Blaisdell's  "Child  Life  in  ]\Iany  I^nds."  In  developing  the  stories 
in  history  and  literature  and  the  stories  of  child  life,  the  globe  and  the 
wall  maps  should  be  used.  In  no  other  way  can  the  child  be  led  to  a  more 
interested  beginning  in  ma])  interpretation.  Historical  geography  rap- 
idly leads  the  child  to  an  ac(piaintan(H'  with  tlie  world  as  a  whole. 

References: 

^McMurry's  Special  Method  in  Geography. 
McMurry's  A  Teacher's  Manual  of  Geography. 
Famham's  Oswego  Methods  in  Geography. 
King's  Elementary  Geography. 


FOURTH    YEAR    GRADE. 

FOUETH   YEAK    (IK ADR.- 

1.  Home  Geogra])hy  (six  to  seven  months). 

State  Elementary  Geoirra])liy  to  ])a<>e  110. 

2.  Stockton  (three  to  fi\e  weeks). 

o.  San  Joaciuin  County  (six  to  seven  weeks). 


Develop  ideas  of  mile,  fi\e  miles,  a  lumdred  miles,  and  of  hour, 

day,  week,  month,  year,  as  nnits  of  thought.     Lead  pupils  to  make  real 

to   themselves   lono-  distances  l)v  translating  them   into 

Distance  and  •.       ■■  x-        •        '  i"  j        £  ^        ^ 

units  01  time  m  connection  with  various  modes  ot  travel. 

Connect  this  with  the  numher  work.    Have  pupils  locate 

places  mentioned  in  their  reading  and  other  lessons. 

From  six  to  seven  montlis  sliould  l)e  gi^en  to  the  suhject  of  Home 
Geography  so  tliat  amjjle  time  may  he  liad  not  onl\  to  cover  the  work  in 
Home  the  text,  hut  to  ])rovide  for  collateral  reading  and  for  ex- 

Geography.  ])erinients  to  illustrate  some  of  the  phenomena  described. 
Tlu'  work  on  Soil  ({iages  1  to  9  of  the  State  Elementary  Geography) 
may  occupy  from  two  to  four  weeks  according  to  the  interest  displayed. 
Some  sim]ile  experiments  are  found  in  Laurie's  "Food  of  Plants,"  Chapter 
111.  Have  a  ])upil  secure  water  from  Mormon  Channel  after  a  hearv' 
rain,  or  else  some  of  the  soil  from  the  bed  of  tlie  channel.  Compare  the 
soil  secured  with  the  surface  soil  in  the  school  yard.  Dig  below  the  sur- 
face soil  of  the  school  yard,  which  is  not  the  real  soil  of  this  section,  and 
compare.  These  and  other  exjtcrimcuts  will  pave  the  way  for  those  sug- 
gested on  page  9,  which,  to  be  of  value,  should  l)e  performed  by  the  pupil 
at  home.  The  work  on  Hills  (pages  10  to  1(5)  may  be  completed  in  a  week. 
In  carrying  out  the  suggestions  on  ])age  Ki  the  ciiild  can  substitute  for 
the  rain,  which  may  be  lacking,  a  hose.  While  much  time  can  profitably 
he  spent  on  the  treatment  of  Mountains  (pages  17  to  27),  it  will  be  found 
that  two  weeks  is  all  that  can  be  spared  for  the  subject.  A  simple  experi- 
nient  to  illustrate  lateral  pressure  (Figure  17)  is  to  place  different  colored 
soils  with  layers  of  salt  or  other  white  substance  between  them  on  a  large 
blotting  pad,  slightly  raised  in  the  center.  Apply  lateral  pressure  gently 
until  the  ui)i)ermost  fold  breaks. 


10  GEOGEArHY. 

The  teacher  must  be  guided  largely  by  the  elements  of  interest  and 
gro\rth  in  determining  the  time  given  to  the  treatment  of  Valleys  (pages- 
28  to  38).  In  dealing  with  drainage,  some  time  should  be  given  to  the 
canals  near  Stockton.  The  rainfall  sewerage  system  of  the  city  will  give 
food  for  thought  and  discussion.  "Would  a  city  in  a  mountainous  sec- 
tion need  it?"  "Why  do  we  not  let  the  rain  w^ater  remain  in  the  streets?'" 
The  work  on  Elvers  (pages  39  to  52)  is  closely  related  to  the  work  on 
valleys  and  should  be  treated  from  that  point  of  view.  Several  weeks 
can  be  devoted  with  profit  to  the  two  related  subjects.  It  should  be  borne 
in  mind  that  the  interdependence  of  the  subjects  should  be  a  reason  for 
constantly  reviewing.  The  sandbars  formed  in  Mormon  Channel  are 
good  examples  of  a  river's  work.  Several  land  and  water  forms  are  in- 
troduced under  Ponds  and  Lakes  (pages  53  to  61).  Teach  the  child  to 
draw^  these  forms  and  to  distinguish  and  name  them,  but  let  him  formu- 
late his  own  definitions.  In  teaching  such  forms  no  memor\'  work 
should  be  required.  In  the  chapter  on  The  Ocean  (pages  62  to  70)  many 
places  are  mentioned.  The  children  should  be  instructed  how  and  where 
to  find  them  in  Part  Two.  After  finding  them  in  their  books,  pupils 
should  be  permitted  to  find  them  on  the  wall  maps  and  on  the  globe. 
The  habit  of  locating  a  new  place  is  to  be  classed  with  looking  up  a  new 
word. 

The  pupil  should  understand  thoroughly  the  chapter  on  The  Air 
(pages  71  to  80),  as  it  is  tlie  foundation  for  the  work  on  climate  in  suc- 
ceeding grades.  Besides  the  experiments  suggested,  the  following  will 
be  found  instructive:  Fill  a  short  section  of  gas  pipe  full  of  water.  Screw 
the  caps  on  securely.  Put  it  in  a  tin  bucket  and  surround  with  a  mixture 
of  ice  and  salt.  Notice  the  formation  of  (1)  dew,  (2)  frost,  (3)  ice  where 
a  drop  or  two  of  water  has  been  put  on  the  outside.  After  a  time  the 
gas  pipe  will  burst  by  the  expansion  of  the  water  as  it  is  turned  to  ice. 
This  will  illustrate  question  6  on  page  9.  A  thermometer  placed  in  the 
bucket  will  add  interest.  The  chapter  on  Industry  and  Commerce  (pages 
81  to  91)  should  be  taken  up  in  connection  with  work  on  Stockton.  Tlio 
work  on  Government  (pages  92  to  101)  requires  careful  handling  in  order 
that  the  children  may  acquire  a  clear  understanding  of  the  subject.  Not 
more  than  two  weeks  should  be  devoted  to  it.  Most  of  the  terms  em- 
ployed are  new  to  pupils  and  should  be  explained  and  used  until  under- 
stood.    The  chapter  on  :\raps  (pages  102  lo  107)  will  fmisli  llic  work  in 


FOURTH     YEAH     (iKADi:.  11 

the  \v\{.  .Maps  sliduld  be  dra.wii  not  tor  the  |uii'pose  of  securing  perfect 
re])roductions  in  a  painstaking  way,  but  for  general  jiroportion.  This  can 
lie  secured  best  by  many  short  exercises,  taking  not  more  than  from  ten 
to  iilteeii  minutes  for  each.  Before  beginning  the  year's  work  the  teacher 
will  liiid  it  advantageous  to  read  "A  Teachers  Manual  of  Geography," 
by  Cliarles  Mc:\Iiirry  (pages  1  to  2S). 

Stockton  is  a  city.  Jt  lias  a  ('barter  and  is  governed  by  a  Mayor  and 
a  City  Council.  Compare  Stockton  with  other  places  in  the  county  of 
San  Joaquin.  Tell  the  class  of  Stockton's  population  and 
rank  among  California  cities,  naming  those  which  exceed 
it  in  size.  IJeview  the  work  as  outlined  for  tlie  third  grade.  Tell  chil- 
dren how  far  San  Francisco  is  from  Stockton;  how  many  times  as  far  as 
Lodi?  How  reached?  All  routes.  On  what  railroad  do  we  travel  to 
Sacramento?  To  the  East?  Los  Angeles?  Fresno?  Modesto?  Find 
out  what  the  children  know  of  the  Southern  Pacific,  the  Santa  Fe,  the 
Coppero])olis,  and  the  Alameda  and  San  Joaquin  IJailroads. 

The  in<lustrial  and  commercial  life  of  the  city  are  to  be  emphasized 
in  this  year.  The  leading  articles  of  exports — flour,  combined  har\^esters, 
leather,  woolen  goods,  fruit,  etc. — should  be  made  the  basis  of  talks. 
During  the  year  one  or  more  excursions  to  local  industries  should  be 
made  by  each  grade.  In  all  cases  the  teacher  should  visit  the  factory  in 
advance  to  familiarize  herself  with  the  processes  of  manufacture.  Com- 
mittees of  pupils  may  be  detailed  to  visit  the  places  named  and  render 
an  account  of  the  visit  to  the  class. 

The  ilour  mills. 
The  glass  works. 
The  woolen  mills. 
The  In-iquette  factory. 
Local  The  canner}'. 

Industries.       The  harvester  M-orks. 
The  iron  works 
The  shi])  yards. 
The  ])laning  mills. 
The  macaroni  factory. 


12  GEOGRAPHY. 

Ordek  of  Study. 

1.  Procure  any  samples. 
'Z.  Location  of  \vorks 

3.  Study  of  the  raw  material. 

4.  Process  of  manufacture. 

5.  Study  of  the  product.    Its  use. 

6.  Eeview  from  photoy-raphs. 

7.  Written  work. 

Develop  the  idea  of  a  county.     Beginning  with  the  suburbs  (Fair 
Oaks,  Homestead,  North  District),  and  ^dth  such  portions  of  the  county 
as  any  of  the  pupils  may  have  visited,  take  up  such  topics 
oaquin     _^^  ^^^^  following:  Surface  and  drainage,  position  and  boun- 
daries, industries,  products,  occupations,  lines  of  trans- 
portation, rivers,  towns.     Make  a  study  of  the  wall  map  of  the  county 
furnished  each  grade.     Practice  drawing  the  map  of  the  county  until 
pupils  can  draw  it  from  memory  readily  and  quickly.    After  the  outline  is 
firmly  fixed  in  the  mind,  teach  the  location  of  Stockton,  Lodi,  Tracy, 
Linden  and  other  points.    Stockton  is  a  distributing  point  for  not  only 
this  county,  but  for  several  surrounding  counties  as  well.     Lodi  is  the 
center  of  the  rapidly  developing  grape  industry,     Tracy  is  the  "West 
Side"  railway  center  and  the  place  from  which  most  of  the  grain  of  that 
section  is  shipped.    Linden  is  in  the  heart  of  a  productive  grain  and  fruit 
section. 

In  preparing  for  a  talk  on  the  products  of  the  county,  it  will  be  neces- 
sary to  discuss  the  variety  of  soils.  Eeview  Chapter  I  of  the  State  Eie- 
mentar}^  Geography.  Treat  briefly  of  the  peat  land  of  the  islands,  of  the . 
adobe  land  in  and  around  Stockton,  of  the  alluvial  ''bottom  lands"  of  the 
Mokelumne,  etc.  A  colored  map  on  the  board,  locating  tlieso  lands,  would 
make  the  work  graphic.  Following  the  study  of  the  lands,  or,  rather, 
along  with  it,  should  be  a  consideration  of  the  productions  of  each  kind  of 
soil — potatoes,  grain,  sugar  beets,  small  fruits  and  vegetables  from  the 
peat  lands;  alfalfa,  ]iotatocs  and  corn,  as  well  as  fruit,  from  the  alluvial 
soils;  grapes  and  sniiill  fi-iiit>  from  tlic  sandy  soil  mar  Lodi.  ctr.     In  dis- 


FOURTH    YEAK    GRADE.  13 

cussing  the  peat  lands  and  tlicir  products,  the  teacher  may  tell  ol'  the 
work  of  reclamation  and  irrigation  as  carried  on  near  Stockton. 

*  Klicit  lists  of  the  vegetable  and  animal  jjroducts  of  the  county  and 

haw  them  read  an<l  compared.    WHieat  (hay),  corn,  oats,  barley;  beans, 

asparagus,  peas,  onions,  potatoes,  sweet  potatoes,  turnips, 

^°^^'  carrots,  parsnips,  (oiiiatoes,  peppers,  chicory,  sugar  beets; 

Produce.        cucumbers,    muskmelons,    watermelons;    pears,    quinces, 

peaches,  plums,  apricots,  cherries,  prunes,  berries;  horses,  cows  (milk), 

poultry  ie<fi;gi^),  sheep  (wool),  pigs. 

Order  or  Study. 

1.  Procure  such  specimens  as  seem  desirable. 

2.  Where  grown?    (Life  on  the  ranch.) 

3.  How  grown?    (Samples  examined  and  added  to  collection.) 

4.  How  shipped?  (Mode  of  jiacking.  Lile  on  the  river.  :\rodes  of 
water  travel.) 

5.  Where  sold?    (The  city  merchant  and  his  store.) 
(i.  How  used? 

7.  AVritten  work. 

The  dependence  of  all  occupations  and  industries  on  the  i)roductions 
and  on  each  other  can  be  easily  shown.  The  various  industries  growing 
out  of  the  productions  should  arouse  such  questions  as:  "'Why  are  there 
four  flouring  mills  here?"  "Wliy  was  a  cannery  started  only  a  short  time 
ago?"    "Why  are  there  woolen  mills  but  no  cotton  mills  in  Stockton?" 

The  greater  ])art  of  this  work  is  to  l)e  drawn  from  the  sets  of  Andrew's 
"Seven  Little  Sisters,"  with  which  each  fourth  grade  is  supplied.  The 
book  should  be  taken  during  the  period  devoted  to  sup- 
Child  Life  in  piej^^gntary  reading.  In  the  discussion  of  each  "little 
Other  Lands,  gjg^g^,..  ^i^^  following  topics  are  suggested:  Journey  to  her 
homo,  personal  appearance,  food,  clothing;  ])lant  and  animal  life;  mode  of 
life,  amusements,  occupations.  Locate  on  the  globe  the  world-belt  in 
which  the  home  is  located.  :\lake  a  free  use  of  pictures,  and  of  any  avail- 
able ornaments,  articles  of  dress,  utensils,   ])roductions,  etc.,   illustrat- 

*  It  is  not  intended  that  this  list  shall  be  inflexible.  It  is  merely  suggestive. 


14  GEOGRAPHY. 

ing  phases  of  life  in  the  countries  studied.     Other  books  should  be  sug- 
gested by  tlie  teacher  for  home  reading  by  pupils. 

By  comparison,  develop  ideas  of  area  and  scale.     Connect  this  work 

closely  with  the  course  in  drawing  and  arithmetic.    Draw 

l)y  scale  plans  showing  that  maps  or  outlines  represent  a 

surface  as  a  bird  would  see  it  from  above.    Draw  maps  of 

the  dilferent  land  and  water  forms  studied. 

Eefeeences: 

McMun-y's  A  Teachers  Manual  of  Geography. 
McMurr/s  Special  Method  in  Geography. 
Farnham's  Oswego  Methods  in  Geography. 
King's  Elementary  Geography. 

FIFTH   YEAR    GEADE. 

1.  The  Earth  as  a  Whole. 

State  Elementary  Geography  (pages  110  to  355.) 
Chamberlain's  "How  We  Are  Fed." 

2.  Stockton  and  San  Joaquin  County  (two  to  three  weeks). 


A  careful  reading  of  pages  28  to  42  of  "A  Teacher's  Manual  of  Geog- 
raph}^"  by  Charles  McMurry,  will  give  the  teacher  an  insight  into  the 
plan  of  the  text.  From  two  to  three  weeks  should  be  de- 
voted to  the  mathematical  and  physical  geography  as 
found  in  the  State  Elementary  Geography  (pages  111  to  137).  Every 
device  the  ingenuity  of  the  teacher  can  conceive  should  be  used  to  give 
the  pupil  a  clear  concept  of  the  form,  size,  daily  motion  and  zones  of  the 
earth. 

From  i)ages  139  to  14S  will  require  from  three  to  four  weeks,  allowing 
time  for  the  collateral  reading.  The  following  topics  from  "How  We 
Are  Fed"  are  to  be  read  and  discussed:  "The  Past  and  the 
^  ■  Present,"  "Fishing,"  "^larket  Gardening,"  Maple  Sugar," 
"Cranberries."  Much  material  on  the  industrial  phase  of  Xew  p]ngland 
has  been  printed.  The  children  will  draw  these  books  from  llic  library 
and  read  them  if  their  attention  is  called  to  them. 


Fll'T]!     YK.M;     Gh'ADE.  15 

111  livalin.u-  the  Middle  Atlantic  Stato  (pa-cs  11!)  to  M.S),  let  (■oiiipari- 

pons  !)('  made  with  (Uir  own  section  and  with  New  England.     Jlow  have 

coal,  iron  and  oil  lieiielited  tliem?    Have  we  been  benefited 

^'''^'^         liv  the  ()penin«r  of  the  Tesla  coal  mines?     Compare  the 
Atlantic  States.  ^- .^^  ^^^  _^^^  .^^  ^j^^_  ^,,^^^  ^^..^^  ^j^^  p^.^^^  j^_^j.^_     ^^^.^^^  ^^^^ 

child  to  leel  that  there  are  reasons  for  cities  being  located  in  certain 
l)laces  and  for  their  growth.  In  discussing  the  Erie  Canal,  lead  liim  to  see 
that  Stockton  owes  its  location  and  growth  to  the  waterway  on  which  it  is 
located.  P^rom  three  to  four  weeks  are  assigned  to  this  section,  the  sup- 
jilemcntary  reading  from  '-How  We  Are  Fed"  being:  ''Dairy  Products," 
"Butter,"  -'Cheese,"  "Where  Salt  Comes  From,"  ''Oysters.'" 


The  Southern  States  (pages  159  to  16G)  diifer    so  from  the  preceding 
section  that  many  comparisons  can  be  readily  drawn.     The  agricultural 
side  predominates,  offering  comparison  with  our  farm  and 
Southern        orchard  products.     Tobacco  and  cotton  grow  readily  in 
*  ^^'         boxes.     Later  they  should  l)e  transplanted  in  the  yard, 
where  they  will  mature.  Sugar  cane  is  obtainable  in  Chinatown.     Time 
allotment,  from  two  to  three  weeks.    Supplementary  reading  from  "How 
We  Are  Fed,"  "A  Rice  Field,"  "How  Sugar  Is  Made,"  "A  Bag  of  Pea- 
nuts." 


The  sections  already  studied  are  in  many  ways  similar  to  the  Central 
States  (pages  IGT  to  175).    Constant  comparisons  should  be  made  between 
those  studied  and  this  section;  between  our  own  local  sec- 
Central         ^j^^^  ^^^^  ^j^^  group  of  states  being  studied.    These  com- 
})arisons  may  be  made  in  the  form  -of  letters  written  by 
the  pupils.     One  child  may  be  assigned  the  city  of  Xew  York  and  given 
a  week  for  preparation:  another,  Boston;  another.  New  Orleans;  another, 
Chicago;  another,  Stocktoii.    The  teacher  should  first  write  and  read  such 
a  letter  to  awaken  interest.     It  may  be  read  to  the  class  without  giving 
the  name  of  the  place,  the  class  deciding  from  which  section  it  was  re- 
■ceived.  In  "How  We  Are  Fed,"  read  ''The  Story  of  a   Loaf   of   Bread," 
•"How  Our  Meat  Is  Supplied;"  "Xutting."    Time,  three  to  four  weeks. 


16  GEOGRAPHY. 

In  stuclyiiifr  the  Western  States  (pages  176  to  1ST),  three  ideas  stand 

out  ])roininently — the  mountains  and  their  mineral  wealth,  the  Great 

J)asin  and  the  fruitful  valleys  of  the  Pacific  slope.     The 

difference  in  climate  as  shown  by  the  productvS  may  be 

brought  out  in  comparison  with  the  Xew  England  and  the 

Middle  Atlantic  States.     In  ''How  We  Are  Fed,"  read  "A  Visit  to  a 

Vineyard,"  "Beet  Sugar,"  "The  Orange  Groves  of  Southern  California," 

"A  Walnut  Vacation."    Time,  three  to  four  weeks. 

Two  weeks  should  suffice  to  cover  the  work  on  Alaska,  Countries 
North  of  the  United  States  and  Countries  South  of  the  United  States 
(pages  188  to  198).  Our  own  section  ^nll  furnish  the  best  comparison 
with  these  countries.  In  "How  We  Are  Fed,"  read  "A  Cup  of  Cocoa,"  "A 
Bunch  of  Bananas." 

Tlie  work  on  South  America  (pages  199  to  206),  is  not  intended  to  be 

done  intensively.    Aside  from  Brazil,  it  should  be  treated 

in  sections.     Remember  that  this  continent  holds  less  of 
A  m6  ri  C£L 

interest  for  us  than  either  Europe  or  Asia.    In  "How  We 

Are  Fed,"  read  "On  a  Coffee  Plantation." 

In  the  treatment  of  Europe  (pages  207  to  229),  the  comparison  of 
conditions  and  productions  at  home  and  in  the  various  sections  studied 
niu.<t  Ije  the  child's  method  of  approach.  In  Holland 
compare  the  dykes  with  our  levees;  in  England,  coal  and 
iron,  with  the  Middle  Atlantic  States.  Germany  and  France  may  be 
associated  with  our  grape-growing  and  sugar-beet  sections.  Five  weeks 
should  prove  ample  for  this  continent.  In  "How  We  Are  Fed,"  read  the 
chapter  on  "Chestnuts."  • 

In  studying  Asia  (pages  230  to  241),  China  and  Jajian  are  the  two 
nations  to  l)e  emphasized.  Because  of  the  growing  commerce  of  Cali- 
fornia with  China  and  .Ia]iaii.  the  greater  part  of  the  tliree 
weeks  given  to  i\\v  contiiK'Ht  sliould  be  devoted  to  them. 
'JMie  silk  worms  wliicl)  the  oupils  will  \)v  I'aising  ai  this  time  should  be 
associated  with  the  induslrlal  life  of  China  and  -lainin.  The  two  natiiMis 
should  be  comjiarcd.  fni'nishing  as  they  do  such  a  marked  contrast.  K'ead 
from  "How  We  Arc  l-'cd,"  "I'lic  Tea  (laidcns  of  China, "  "A  Strange  Con- 
vei'sat  ion." 


FIFTH    YEAR    GRADE,  17 

A  week  devoted  to  Africa  (pages  242  to  248)  is  perha]x<  all  that  the 

pupil  can  be  benefited  by,  as  the  continent  touches  his  knowledge  and 

interest  but  slightly.     Eead  ''How  Dates  Grow."     Aus- 
Afpica 

tralia  and  the  Islands  of  the  Pacific  (pages  249  to  255)  are 

of  more  importance  to  the  child,  because  of  oiu-  trade  with  them.    Many 

pupils  can  relate  incidents  of  life  in  the  Philippines.     Two  weeks  may 

be  spent  profitably  on  this  work.     Eead  "The  Cocoanut  Islands  of  the 

Pacific." 

Study  Stockton  as  a  whole  with  special  reference    to    its    location 
and  its  advantages.     Why  is  Stockton  a  commercial  city?     Of  what  ad- 
vantage is  transportation  by  water?    What  railroads  enter 
Stockton?    In  what  ways  do  these  benefit  the  city?    Wliy 
is  Stockton  a  manufacturing  city?     Of  what  advantage 
are  manufactures  to  the  city?    Give  lessons  on  the  sources,  use  and  ad- 
vantages of  the  various  sources  of  power  available  in  Stockton  for  manu- 
facturing purposes — Tesla  coal,  natural  gas,  electricity,  petroleum.    Why 
is  Stockton  the  center  of  the  flour  industry  of  the  state?    Where  do  the 
flour  and  much  of  the  wheat  go?     Why  was  the  cannery  located  in 
Stockton?     01  what  advantage  will  it  be  to  the  city  and  county?    Give 
lessons  on  other  industries — the  tannery,  the  Avoolen  mills,  the  gas  works, 
the  harvester  works,  the  foundries,  etc.     How  does  the  city  secure  its 
water  supply?    How  is  lighting  secured  by  the  city  at  night?    Give  les- 
sons on  the  drainage  of  the  city.    How  is  the  sewage  disposed  of? 

In  this  and  succeeding  grades  the  natural  interdependence  of  geog- 
raphy and  other  subjects  (but  more  particularly  history)  should  be  con- 
stantly borne  in  mind  by  the  teacher.  Pupils  should  be  trained  to  consult 
the  globe,  the  at\as,  the  wall  maps,  the  gazetteer,  the  encyclopaedia,  when 
any  unfamiliar  geographical  reference  is  met  with  in  any  of  their  work; 
they  should  be  thoroughly  drilled  in  the  ready  use  of  all  labor-saving  aids, 
such  as  the  index  or  table  of  contents,  the  key  to  pronunciation,  etc.  Fre- 
quent short  exercises  in  map  drawing  should  be  given.  Begin  the  work 
by  copying  either  a  state  or  a  section.  Repeat  this  until  the  pupil  has 
gained  facility  and  a  recognition  of  proi)ortion.  Draw  for  general  char- 
acter, not  detail.  After  the  pupil  is  able  to  copy  readily,  have  memory 
maps  drawn.     IMackboard  work  permits  of  freedom  of  movement  and  in- 


18  GEOGEAPHY. 

spection.  Lfoeate  only  such  physical  features  and  cities  as  have  some 
reason  for  being  located.  Do  not  tax  the  child's  mind  with  the  matter 
because  it  is  on  the  map  in  the  book.  Draw  sections  rather  than  states, 
although  for  variety  a  section  may  bo  built  up  by  dra'R'ing  the  individual 
states. 

Model  Outline  for  Fifth  Grade: 

South  America. 

Physiography. 

Mountains. 

Compared  with  Xnrth  America. 
Andes. 

Plains. 
Pampas. 
Llanos. 

Silvas. 

Eivers. 
Amazon. 
La  Plata. 
Orinoco. 

Climate. 

Zonal  location  of  South  America. 

Eainfall. 
History  and  People. 

Settled  mainly  by  Spanish. 

Countries. 
Brazil. 

Size  compared  with  the  United  States. 
Products. 
Coffee. 
Hubber. 
Cities. 

Kio  Janeiro. 
Treat  the  remainder  of  tbe  continent  in  sections. 


sixth  year  grade.  10 

Kefkrences: 

McMurr}^s  A  Teacher's  Manual  of  Geography. 
McMurry's  Special  Method  in  Geography. 
Farnham's  Oswego  Methods  in  Geography. 
Eedway's  The  New  JJasis  of  Geograithy. 
King's  Elementary  Geograi)hy. 

SIXTH    YEAR   GRADE. 

1.  California  (three  to  five  weeks). 

State  Elementary  Geography,  California  Supplement. 

2.  General  Study  of  North  America  (seven  to  nine  weeks). 

State  Elementary  Geography  reviewed  (pages  111  to  140). 
Second  Book  of  the  Tarr  &  McMurry  Series  (pages  1  to  120). 

3.  The  United  States  (fourteen  to  eighteen  weeks). 

State  Elementary  Geography  reviewed  (pages  1-41  to  187). 
Second  Book  of  the  Tarr  &  :McMurry  Series  (pages  121  to  349). 

4.  Other  Countries  of  North  America  (five  to  seven  weeks). 

State  Elementary  Geography  reviewed  (pages  188  to  198). 
Second   Book   of  the  Tarr   &   :McMurry   Series   (pages   351 
to  end  of  book) 


The  work  of  this  grade  is  to  give  the  pupil  an  appreciation  of  the 
importance  of  his  country.  Beginning  at  home,  he  has  his  State  as  a 
unit  of  comparison.  In  its  diversity,  it  represents  nearly 
California.  ^^^  ^-^^  physical  and  industrial  features  of  the  Union.  The 
California  Supplement  of  the  State  Elementar}^  Geography  contains  the 
meat  of  what  should  be  taught.  Nothing  should  be  omitted;  rather  use 
the  material  as  a  basis  on  which  to  build  a  thorough  knowledge  of  this 
great  Commonwealth.  Frequent  exercises  in  map  drawing  will  prepare 
the  pupil  to  draw  from  memory  a  good  map  of  the  State.  Have  him 
locate  the  principal  rivers,  the  mountain  ranges,  four  or  five  cities  and 
San  Joaquin  County.  Put  nothing  on  a  map  unless  there  is  a  good  rea- 
son for  its  being  placed  there.  Before  leaving  the  subject,  prepare  an  out- 
lino  and  liave  tlic  pupils  talk  from  it.  Encourage  pupils  to  talk  rather 
tlmii  to  recite.    I'his  sul)joct  may  require  from  three  to  five  weeks. 


20  GEOGRAPHY. 

Before  commencing  the  study  of  North  America,  the  teacher  will  find 
it  advantageous  to  read  the  preface  to  Book  II  of  Tarr  &  McMurry  and 
General  Study  "-^^  Teachers  Manual  of  Geography,"  by  Charles  McMur- 
of  ry,  commencing  with  page  42.     As  the  understanding  of 

North  America,  ^vhy  certain  industries  are  developed  in  some  localities  and 
not  in  others  depends  on  an  appreciation  of  physiographic  and  climatic 
conditions,  it  is  necessary  that  the  pupil  have  a  clear  understanding 
of  the  broad  principles  which  underlie  existing  conditions.  From  seven 
to  nine  weeks  should  be  given  to  the  development  of  the  subjects  treated 
in  the  review  of  the  State  Elementary  Geography  (pages  111  to  141)  and 
in  Tarr  &  McMurry,  Book  II,  between  pages  1  and  121.  Whenever  a 
new  section  of  the  United  States  is  studied,  it  would  be  well  to  recall  the 
general  laws  and  see  how  the  particular  section  under  discussion  is  affected 
by  them.  Constantly  refer  to  the  simpler  treatment  of  these  subjects  in 
the  Elementary  Geography.  The  chapter  on  Plants  and  Animals  should 
provide  material  for  papers  or  short  talks,  preferably  the  latter,  on  the 
habits  and  habitat  of  individual  trees  or  animals.  Before  taking  up  the 
review  of  the  United  States,  teachers  should  read  Chapters  IV,  X  and  XI 
of  McMurry's  "A  Special  Method  in  Geography." 

Eeview  in  the  Elementary  Geography  (pages  142  to  148).     Supple- 
ment the  work  liy  using  Tarr  &  McMurry,  Book  II  (pages  124  to  15T). 
The  points  to  be  impressed  are:  Forests,  building  stone, 
NewEnglan  .    ggj^-j^g^    manufacturing   and    early   historic    importance. 
Time,  from  two  to  three  weeks. 

Eeview  in  the  Elementary  Geography  (pfiges  149  to  158).  Supple- 
ment with  work  from  Tarr  &  McMurry,  Book  IT  (pages  157  to  199). 

Middle  '^^^  important  topics  are:  Agriculture,  mining,  manufae- 

Atiantic.  turing  of  articles  from  mineral  products,  growth  of  New 
York.    Time,  three  to  four  weeks. 

Review  in  the  Elementary  Geography  (i)a.ges  159  to  160).  Select 
work  from  Tarr  &  Mc:\Iurr>%  Book  II  (pages  200  to  233).  The  salient 
features  of  this  section  are:  Industrial  awakening,  agri- 
culture, mining,  manufacturini:.  Xcw  Orleans  is  a  typi- 
cal Southern  city.  Much  interesting  material  on  its  sanitary  problems, 
its  cosmopolitan  population,  its  streets  and  other  peculiar  features  can 
be  easily  obtained.     Give  from  two  to  three  weeks  to  this  section. 


SIXTH    YEAR    GRADE.  21 

Kcview  in  tlu>  Klcincntary  (J.^o.^rapliy  (paucs  KiT  to  i:r>).     Supple- 

iiuMUary  work  from  Tarr  &  McxMurry,  T.ook  li  (pages  234  to  280).    This 

is  the  izreat  store-house  from  whicli  has  come  much  of 

Central.  ^j^^^  wt-alth  of  the  nation.  From  its  farms  have  gone  fortli 
not  only  material  wealth  hut  a,  richness  of  mind  and  hody  that  have 
huihled  this  country.  In  summarizing  the  points,  the  following  should 
l)u  |)romincnt:  Settlement,  Agriculture,  mineral  products,  the  lake  cities, 
Chicago  (typical  of  Western  energy),  the  river  cities.  This  work  if 
treated  topically  may  be  completed  in  from  four  to  six  weeks. 

Review  in  the  Elementary  Geography  (pages  176  to  187).  Supple- 
mentary work  in  TaiT  &  McMurr}%  Book  II  (pages  281  to  321).  IkM'oiv 
taking  up  this  section  read  pages  149  to  157  of  "A  Special 
Western.  ^^fpthod  in  Geography.'"'  The  great  variance  in  physiog- 
rajihv  and  the  climatic  conditions  in  the  different  parts  of  this  section 
require,  that  each  part  be  treated  separately.  The  Great  Basin  of  T'tali 
and  Xevada  is  quite  different  in  every  way  from  productive  Califoniia. 
The  points  to  be  emphasized  are:  Physiography  and  climate,  agriculture, 
irrigation,  mining,  scenery  and  San  Francisco,  a  typical  Pacific  Coast 
city.    Time,  about  two  weeks. 

Having  completed  the  study  of  the  sections  nearest  liim,  the  pupil 

may  spend  two  weeks  profitably  on  the  Territories  and  Dependencies  of 

the  United  States  as  treated  in  Tarr  &  McMuri-y.  Book 
Territories  and  ^^  ^^^^^_^^  .^^^  ^^^  .^-^^^^    j^  ^^^^^j,.^  ^^^  ^j^^  ^^pi^g  ,^,,.,„  ,,.j,,, 

Dependencies.  ^^^^^  valuable  to  us  as  our  commercial  relations  with  Alaska 
are  important.  In  Cul)a  and  Porto  Pico  sugar  and  tobacco  are  the  lead- 
ing topics.  The  Hawaiian  Islands  and  the  Pliilip]iines  are  important 
hciause  of  their  trade  with  our  section.  After  these  have  been  completed, 
the  pupil  may  devote  some  time  to  a  review  of  the  work  so  far  e(.mpleted 
by  tri'ating  various  subjects  topically. 

Peview  the  Elementary  Geography  (pages  PMi  to  l!i4).     Sui-pl-mcnt 
with  Tarr  cS:  McMurry,  Book  II  (pages  3-51  to  37: ).     The  populated  sec- 
Countries        ^'•^"'^  ^^  Canada  are  like  the  adjoining  territory  in  the 
North.  United  States.    This  gives  an  opportunity  for  a  compara- 

tive study  and  a  review  of  the  physiography,  climate,  productions  and  in- 
dustries of  these  sections.  The  points  to  be  established  are:  Difference  in 
peoi^le  and  government,  lumbering,  fishing,  rapid  development  of  the 
Northwest.    From  two  to  three  weeks  should  be  spent  on  this  section. 


22  GEOGRAPHY. 

Keview  the  Elementary  Geography  (pages  195  to  198).  Sui)|)l<Mnent 
with  Tarr  <!v:  .AIc]\[urry,  Book  II  (pages  378  to  402).    The  study  of  Mexico 

Countries  ^^^^  ^^^^  other  countries  south  of  us  is  best  made  by  contrast 
South.  with  our  own  conditions,  physical,  industrial  and  social. 
'Tho  intermixing  of  race>  has  brought  about  a  deterioration  which  has 
affected  the  industrial  and  social  conditions.  Points  to  be  fixed  in 
Mexico  are:  Ignorance  and  indolence  of  the  laboring  classes  causing  ad- 
herence to  the  crude  methods  of  their  ancestors,  mineral  wealth,  coffee. 
In  Central  America,  the  instability  of  the  governments  and  the  growing 
of  coffee  are  two  important  topics.  A  week  or  two  is  ample  time  for  the 
study  of  this  section. 

Throughout  the  Sixth  Grade  many  maps  should  be  drawn.  Progres- 
sive map  work  is  valuable  in  fixing  outlines  and  in  giving  an  idea  of  the 
pupil's  grasp  of  the  subject.  The  following  order  is  suggested:  Outline, 
physical  map,  rainfall  map  (where  possible),  isothermal  map  (w^here  pos- 
sible), produce,  mining  or  manufacturing  map  according  to  the  industrial 
development  of  the  section,  political  map  which  may  be  colored. 

Model  Outline  foe  Sixth  Grade. 

Southern  States. 
Physiography. 

Coastal  Plains. 

Level. 

Swampy — Where, 
-Why. 

Pine  Barrens. 
Fall  Line. 

Cause. 

Importance. 
Piedmont  plateau. 

Meaning  of  name. 

Height — Comparative 

Age. 

Soil. 

Drainage. 
Appalachian  Mountains 
Western  plateau. 

Mississip})i  Valley. 


SIXTH     YEAK    GRADE.  33 

Climate. 

Zone  location. 

Winds. 
Western  Texas. 
Horse  latitudes. 

Forests. 

Kinds  of  trees. 

Lumbering — Compared  with — East. 

— California. 
Turpentine. 
Tannic  acid — From  what  obtained  in  California? 

Agriculture. 

Tobacco. 

Cotton — Historic    importance — Paper    on    growth    of    slavery — 

Booker  T.  Washington. 
Rice. 

Sugar  Cane — Compare  with  sugar  beet  in  San  Joaquin  County. 
Com. 

Grazing. 

Texas — Why  so  important  here. 

Mineral  Products. 
Coal  and  Iron. 
Where  found. 

Compare  with  Pennsylvania. 
Birmingham — Compare  with  Mobile. 

See  Census  of  1890-1900. 
Stone. 
Phosphates. 


24  GEOGKAl'iJY. 

Maiuifactiiring. 
Birmingham. 
Rome. 
A-tlanta. 
Chattanooga. 
Knoxville. 

Find  the  peculiar  advantage  possessed  by  each. 

Cities. 

Xew  Orleans. 
Memphis. 
Atlanta. 
Galveston. 

Eefeeexces: 

McMurry's  A  Teacher's  Manual  of  Geography. 
McMurry's  Special  Method  in  Geography. 
Famham's  Oswego  Methods  in   Geography. 
Redway's  A  New  Basis  of  Geography. 
King's  Elementary  Geography. 

SEVENTH  YEAR   GRADE. 

1.  Physical  and  General  Geography  (seven  to  nine  weeks). 

State  Advanced  Geography  (pages  5  to  43). 

Third  Book  of  the  Tarr  .^^  McMurry  Series  (pages  1  to  95). 

2.  South  America  (four  to  five  weeks). 

State  Advanced  Geography  (pages  103  to  111). 

Third  Book  of  the  Tarr  &  McMurry  Series  (pages  96  to  148). 

3.  Europe  (eight  to  ten  weeks). 

State  Advanced  Geography  (pages  112  to  133). 

Third  Book  of  the  Tarr  &  McMuiTy  Series  (pages  149  to  352). 

4.  Asia  (five  to  six  weeks). 

State  Advanced  Geography  (pages  134  to  143). 

Third  Book  of  tlie  Tarr  c^-  :\IcMurry  Series  (pages  353  to  414). 


SEVENTH    TEAR    GRADE.  25 

5.  Africa  (two  to  four  weeks). 

State  Advanced  Geography  (pages  144  to  149). 

Third  Book  of  the  Tarr  &  McMurry  Series  (pages  415  to  460). 


6.  Australia  and  the  Pacific  Islands  (tliree  to  four  w( 

State  Advanced  Geography  (pages  IVa  and  IVb,  150  to  153). 
Tlvird  l^ook  of  the  Tarr  &  McMurry  Series  (pages  461  to  485). 


To  give  i)upils  a  knowkxlge  of  geography  sufficient  for  the  needs  of  a 
lifetime  is  manifestly  impossible  and  should  not  be  attempted.  The  work 
in  the  seventh  grade  practically  completes  the  work  in  the  subject  as 
presented  in  the  grades.  The  aims  should  be:  First,  to  develop  interest  in 
this  science  which  in  its  entirety  includes  all  the  natural  sciences;  second, 
to  give  the  pupil  a  definite  plan  or  method  for  the  acquisition  of  geograph- 
ical knowledge  and  to  systematize  that  which  has  already  been  gained; 
third,  to  lay  foundations  by  the  study  of  some  of  the  causes  which  re- 
sult in  the  present  conditions  of  the  earth  and  its  inhabitants. 

The  teacher  should  be  satisfied  to  impress  upon  the  mind  of  tha 
])upil  the  larger  facts  which  are  strongly  characteristic  of  countries  and 
peoples.  The  attempt  to  hold  pupils  responsible  for  less  important 
details  often  renders  first  causes  obscure  and  colorless.  Example:  Eng- 
land mines,  manufactures  and  engages  in  commerce.  Why?  She  mines 
because  her  territory  contains  coal,  iron  and  other  valuable  minerals 
which  are  always  in  demand.  She  manufactures  because  the  intelligence 
and  inventive  genius  of  the  people  enable  her  to  put  her  cheap  fuel  and 
valual)le  mineral  resources  to  the  best  possible  use,  and  besides  her  land 
is  not  well  adapted  to  agriculture.  She  engages  in  commerce  because 
she  must  import  food  supplies  and  raw  materials  as  well  as  find  markets 
for  her  manufactures.  Such  facts  in  their  relations  are  primary  and 
should  stand  out.  Details  should  be  added  for  interest  and  clearer  under- 
standing, but  they  should  never  be  allowed  to  befog  that  which  is  essen- 
tial. 

Tlie  work  of  the  seventh  year  includes  the  study  of  the  earth  as  a 
whole,  and  the  completion  of  the  study  of  Eurasia,  South  America,  Africa, 
Australia  and  the  islands  of  the  Pacific.  Pupils  should  gain  some  clear 
ideas  on  the  relation  of  the  &un  to  the  earth  and  to  other  planets.  They 
should  distinguish  such  terms  as  sun.  planet,  star  and  satellite,  and  be 


26  GEOGRAPHY. 

able  to  demonstrate  by  diagram  and  globes  the  motions  of  the  earth 
which  give  us  day  and  night,  and  the  seasons.  (Tarr  &  McMurry,  Chap- 
ters I  and  II.)  They  should  also  clearly  understand  the  interrelations  of 
the  earth,  the  moon  and  the  sun,  which  produce  the  phases  of  the  moon. 

Comparison  of  the  sun,  moon,  earth  and  other  planets  are  always 
interesting  to  pupils  if  given  in  such  a  manner  as  to  be  easily  under- 
stood. Such  questions  as:  If  the  earth  is  represented  by  a  globe  three  feet 
in  diameter,  what  will  be  the  diameter  of  a  proportional  globe  which 
would  represent  the  sun;  the  moon;  Jupiter?  If  the  globe  representing 
the  earth  were  placed  in  a  given  position,  how  far  away  would  the  differ- 
ent globes  have  to  be  placed  to  maintain  proportions  as  to  distance?  If 
the  earth  were  represented  by  a  globe  two  blocks  in  diameter,  how  high 
should  Mount  Shasta  be  represented  on  its  surface?  How  high  above  its 
surface  would  clouds  float  if  proportional  distances  are  maintained? 
These  and  similar  questions  which  will  occur  to  teachers  arouse  much  in- 
terest and  result  in  definite  concepts. 

The  views  of  modern  science  regarding  the  condition  of  the  interior  of 
the  earth  should  be  noted  and  discussed,  and  the  principal  physical 
changes  that  are  ever  in  progress  on  the  surface  of  the  earth  should  be 
considered  as  fully  as  time  will  permit.  (State  Advanced  Geography, 
pages  9  to  22.) 

Pupils  of  this  grade  should  be  able  to  comprehend  many  of  the  fac- 
tors which  make  up  climate  and  determine  the  distribution  of  animal 
and  vegetable  lif-e.  Thermal  zones,  winds,  ocean  currents  ^nd  the  causes 
and  distribution  of  rainfall  will  all  prove  profitable  subjects  in  this  grade. 
(State  Advanced  Geography,  pages  23  to  27.  Tarr  &  McMurry,  Chap- 
ters IV  and  V.) 

In  connection  with  the  study  of  races,  some  attention  should  be  given 
to  the  consideration  of  the  development  of  industries,  religion  and  gov- 
ernment, all  of  which  indicate  ^he  degree  of  civilization  attained.  (State 
Advanced  Geography,  pages  32  to  43.    Tarr  &  McMurry,  pages  78  to  95.) 

The  Study  of  the  Continent. 

In  beginning  the  study  of  the  continent,  the  aim  should  be  to  famil- 
iarize the  pupil  as  quickly  as  possible  with  its  form — both  outline  and 
relief— its  drainage  and  coast  line,  and  the  position,  size  and  shape  of  the 
countries  that   compose  it.     Map-tracing,  memory'   map-drawing,   sand 


SEVENTH    YEAR    (JRADE.  87 

inodeliiiu-,  prolik'  draw iiijj:,  and  iiia[)  study  l)y  description  and  location, 
are  some  of  the  means  by  which  such  familiarity  may  be  gained.  As 
far  as  possible,  it  is  desirable  to  study  climate,  grain  belts,  important 
mineral  deposits,  etc.,  by  regions  in  the  general  study  of  the  continent, 
as  this  will  render  the  descri])tive  matter  relating  to  individual  countries 
more  intelligible  to  the  pupil. 

Topics  fok  Continental  Study. 

Position. 

Relative. 

Latitude  and  Longitude. 

Zones. 

Oceans  and  Seas. 
Extent  by  Comparisons. 
Physiograpliy. 

Highlands. 

Lowdands. 

Drainage. 

Lakes  and  Rivers. 
ISTavigability 
Climate. 

Prevailing  winds. 

Temperature. 

Rainfall. 

Modifying  influences. 
Products. 

Important  Vegetable. 

Important  Animal. 

Important  Mineral. 
Countries. 

People. 

Characteristics. 
Occupations. 
Cities.    (Chief.) 
Commercial  Routes. 

Water  Ways. 

Railroads. 


28  geogeaphy 

Topics  for  Detailed  Study  of  Couxtiues, 

Historical  Introduction. 

Position  and  Boundaries. 

Extent  (by  comparison). 

Physiography. 

Climate. 

People  and  Government. 

Industries. 

Agriculture. 

Stock  raising. 

Mining. 

Manufacturing. 

Eiumbering. 

Fishing. 

Commerce. 
Cities. 

Chief  Manufacturing. 

Chief  Commercial. 

To  Americans  the  geography  of  Europe  is  only  second  in  importance 
to  that  of  the  United  States.  Historically,  Europe  and  the  United 
States  are  one.  In  standards  and  ideals  of  civilization, 
urope.  ^j^^y  ^^^  much  alike  and  together  are  shaping  the  affairs 
of  the  whole  world.  Their  commercial  relations  are  tremendously,  im- 
portant. It  follows  from  these  and  other  reasons  that  might  be  given  that 
our  knowledge  of  the  geography  of  Europe  should  be  exact  and  extensive. 

Our  position  on  the  Pacific  Coast  and  our  rapidly  increasing  com- 
mercial interest  in  the  countries  of  the  Far  East  demand 
Eastern  Asia.     ^  ^^^^  ^^^^^^  ^^^  ^^^^.^  thorough  study  of  tliat   part  of 

the  world  than  has  heretofore  been  given. 

The  Philippines,  Hawaii  and  Porto  Rico  are  now  i)osscssions  of  the 
Our  New         United    States    and    .-^liould    receive    the    attentimi    that 
Possessions,    their     importanrL'     in     this     relation     (Icmaiid.-.      (State 
Advanced  Geography,  i)ages  IV,  IVa  and  ]\'li). 


EIGHTH    YEAR    GRADE,  29 

It  is  recommended  that  the  work  of  the  year  be  supplemented  l)y  a 
study  of  the  more  important  travel  and  trade  routes  of  the  world. 

References: 

McMun-y's  A  Teacher's  Manual  of  Geography. 
McMurry's  Special  Method  in  Geography. 
Farnham's  Oswego     Methods    in  Geography. 
Bedway's  A  Xew  Basis  of  Geogra])hy. 
Chamberlain's  IIow  We  Are  Fed. 

EIGHTH   YEAR   GRADE. 

1.  Review  of  North  America  (four  to  six  weeks). 

State  Advanced  Geography  (pages  III  and  IV,  45  to  101). 
Third  Book  of  the  Tarr  &  McMurry  Series  (pages  487  to  558). 

2.  California  (two  to  four  weeks). 

State  Advanced  Geography  (California  Supplement). 

Tarr  &  McMurry  Series.  Fairbanks'  California  Supplement. 


Knowledge  of  the  geographical  features,  natural  resources  and  devel- 
opment of  our  own  country  should  be  definite  and  l)road.  The  work 
as  undertaken  in  this  grade  should  be  something  more  than  a  mere  re- 
view of  the  subject  as  previously  taken  up.  The  pupil's  knowledge  of 
the  country's  history,  together  with  his  more  matured  jiowers  of  obser- 
vation, should  make  the  work  more  a  study  of  cause  and  effect  and  give 
results  in  breadth  of  understanding,  which  could  not  be  attained  in  the 
lower  grade  work.  This  final  review  of  the  subject  of  geography  is  to  be 
given  during  the  last  two  or  three  months  of  the  eighth  grade  work 
after  the  completion  of  the  course  in  physiology. 

The  study  of  the  continent  should  be  introduced  by  a  discussion  of 
the  historical  events  that  led  to  its  discovery,  settlement,  development 
and  division  into  countries  as  we  now  fhid  it.  Its  geography — ])hysica] 
and  political — should  be  carefully  reviewed,  placing  stress  upon  features 
that  constitute  important  causes  in  its  development;  such  as  navigable 
streams,  harbors,  mineral  deposits,  climate,  etc. 

In  the  study  of  our  own  country,  tht'  niaji  work,  both  physical  and 
political,  should  ])e  very  tliorongli.     The  iiupil's  knowledge  should   be 


30  GEOGEAPHY. 

exact  as  to  location  and  boundary  of  States,  location  of  cities  with 
reference  to  navigable  waters  and  railroad  connections  and,  later,  with 
reference  also  to  surrounding  areas  of  production. 

Memory  map  drawing  of  individual  States  is  one  of  the  l)est  means 
of  securing  familiarity  with  location  of  important  cities,  rivers,  mount- 
ains and  boundaries.  Groups  of  States  should  be  taken  up  in  the  same 
way.  The  results  of  this  k-ind  of  work  in  interest  and  accurate  knowl- 
edge are  surprising  to  those  who  try  the  method  for  the  first  time. 
Sketch  maps  of  the  United  States  showing  important  mineral  regions, 
forest  areas,  wheat  and  corn  belts  and  the  regions  in  which  cotton,  sugar, 
rice,  tobacco  and  other  important  staples  are  produced,  will  prepare 
pupils  for  the  reading  and  discussion  of  the  texts  which  follow. 

The  United  States  Census  Eeports,  McAdie's  "Climatology  of  Cali- 
fornia" and  the  many  excellent  reports  issued  by  the  State  Board  of 
Trade,  the  State  Mining  Bureau,  the  State  Board  of  Horticulture  and  by 
other  State  institutions  should  be  liberally  used. 

Outlines  fok  Study. 
North  America. 
Map  Work. 
Physiography. 
Climate. 

Zones. 

Temperatures. 

Modifying  influences-.. 

Cyclonic  Storms. 

Rainfall. 
Countries. 
People. 

Native. 

Immigrants. 

Colonists  and  Descendants. 
Governments. 
Cities.  '' 

Ten  largest. 


EIGHTH     YKAK    GRADE.  31 

United  States. 
(U.=e  maps  of  the  United  States  issued  by  the  Departrrwent  of  the  Interior.) 

Map  Work. 

a.  Of  the  Whole. 

b.  Of  single  States. 

c.  Of  groups  of  States. 

d.  Areas  of  production. 

e.  Cities. 

Original  territory  occupied. 

Acquisitions  of  territor}'. 
WTien  and  liow  acquired. 

Physiography. 

Highlands  and  Lowlands. 

Extent  and  Importance. 
Coast  Line. 
Drainage. 

Lakes  and  Rivers. 
Importance. 

Industries  and  products  by  regions.  .       ;    •   ■ 

Commerce. 
Domestic. 

Travel  and  Transportation  routes. 
Foreign. 
Harbors. 
Ocean  routes. 
People. 

Character. 

Government. 

Cities. 

Ten  largest. 


32  GEOGRAPHY. 

Other  Territories  and  Dependencies  of  the  United  Statt 

Alaska. 

Cuba  and  Porto  Rico. 
Hawaiian  Islands. 
Philippine  Islands. 
Guam  and  Samoa. 


California. 

Position  and  Extent. 
Physiography. 
Lowlands. 
Highlands. 

Climate. 

Climatic  influences. 
Prevailing  winds. 
Pacific  Ocean. 
Highland  Region. 
Cyclonic  Storms. 

.   Temperature. 

Winter  and  Summer, 

Moisture. 
Snowfall. 
Rainfall. 
Fogs. 
Coast. 
Tule. 
Sunshine. 
People  (History  sketch). 

Irrigation. 
By  Ditches. 
By  Pumps. 
By  Artesian  Wells. 
By  Other  Moans 


EIGHTH     YEAR    GRADE.  33 


Industries. 

Fruit.  Raising. 
Orchard  Fniits. 
Citrus  Fraits. 
Vineyard  Fniits.   ' 
Small  Fruits. 

Agriculture, 

Grain  and  Hay. 
Truck  Fanning. 
Other  Field  Crops. 

Sugar  Beets. 

Hemp. 

Hops. 

P}Tethrum. 

Chicory. 

Stock  Raising. 

Cattle  Industry. 

Sheep. 

Horses  and  Mules. 

Swine. 

Goats. 

Poultry. 
Dair}'ing. 

Milk. 

Butter. 

Cheese.     • 

Manufacturing. 
Iron  and  Steel. 
Canning  and  Preserving. 
BreadstufFs. 
Sugar. 
\Yinos. 

Malt  and  Distilled  Liquors. 
Glass. 
Brick. 
Leather. 


34  GEOGRAPHY. 

Lumbering. 

Lumber  Trees. 

Sequoia,  two  species. 

Sugar  Pine. 

Yellow  Pine. 

Douglas  Spruce. 

Incense  Cedar. 

Silver  Fir. 

Oaks. 
Lumber  Eegions. 
Products. 

Fishing. 

Salt  Water. 
Food  Fishes. 
Quantity. 
Importance. 
Fresh  Water. 

Native  Food  Fishes, 
Introduced. 

Commerce. 
Domestic. 

Interstate. 

State. 
Foreign. 

Exports. 

Imports. 

Countries. 
Commercial  Eoutes. 

Foreign. 

Coast. 

Railroads. 

^N'avigable  Rivers. 


EIGHTH    YEAR    GRADE. 


35 


References: 

Mc^Iurry's  A  Teachers  ]\Ianual  of  Geogra])hy. 

MeMurry's  Special  Method  in  Geography. 

United  States  Census  Eeports. 

McAdie's  Climatology  of  California. 

Bulletin  of  the  United  States  Geological  Survey,  No.  197. 

Reports  of  the  State  Board  of  Trade;  of  the  State  Mining  Bureau,  etc. 

Muir's  Mountains  of  California. 

Muir's  Our  National  Park. 


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